Further Resources for Assessment and Evaluation, (A & E)

A and E can be found throughout all four stages of the research process and can be divided into three categories : Diagnostic Assessment, Formative Assessment, and Summative Evaluation. For further information and ideas see the TDSB Fresh AER documents or the Ministry's upcoming Growing Success A and E document:

Fresh AER: Assessment, Evaluation, and Reporting in Elementary and Secondary Schools. Toronto: Toronto District School Board, 2006. (Must be on TDSBweb to access link)
http://tdsbweb/_site/ViewItem.asp?siteid=65&menuid=6799&pageid=5916siteid=65&menuid=6799&pageid=5916

Growing Success: Assessment, Evaluation and Reporting: Improving Student Learning. Toronto: Government of Ontario, 2008
http://www.ocup.org/resources/#growpdf

Differentiated Instruction

There are a number of different strategies that can be used for Create and Share so that students are able to share and demonstrate their knowledge and learning to the best of their abilities. Two such strategies are called R.A.F.T. and Choice Boards. Here are a couple of examples as to how they can be used within the Research Process and this Performance Task.

R.A.F.T. - Role, Audience, Format, Topic
This is a strategy where students assume one of the roles and write an assignment on the suggested topic. Technology can be integrated into all of the formats, (Graphic Organizers, Word Processing, Podcasts, short films, etc…). Students may also create their own R.A.F.T. scenarios.

Buehl (2001)

Choice Boards

Teachers may allow students to create and share their learning in areas in which they are comfortable, but also offer opportunities to extend themselves.

Adapted from Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12, Gregory and Kuzmich.

Leave a comment as to which model you might like to do with your students. Please respond to at least one other person's comment as well.

Stage 4 - Transfer Learning - Create and Share

Students should have a number of ways to demonstrate their learning. In stage four, teachers need to encourage creative and innovative thinking for final projects and activities. It is important for students to have choice in order to motivate them and encourage their decision making skills. Here are two examples of possible final products.









What are your thoughts on these two examples of final products? Please give a hurrah and a hint!

***Assessment and Evaluation rubrics for stage 4 can be found on Pages 116-119 of Imagine the Learning Elementary Research Guide, and on pages 68-70 of Research Success @ your Library - the Secondary Research Guide.

Stage 3 - Processing Information - Think and Connect

In this stage organize your information using a variety of graphic organizers. Again, older students could post these to a wiki, whereas younger ones could do them on paper, or use Smart Ideas software.

Here are some links to give you some ideas on different graphic organizers:

Pathways home

Graphic Organizer Index

Graphic Organizers

Smart Ideas

After you have explored these links, please indicate which ones you could see yourself using within your classes. Please respond to one other person's comments as well.

***Assessment and Evaluation rubrics for stage 3 can be found on Page 94 and 95 of Imagine the Learning Elementary Research Guide, and on page 53 of Research Success @ Your Library - the Secondary Research Guide.

Stage 1 - Preparing for Research - Wonder and Explore - Research Questions

2. Now that we have activated your prior knowledge about Tim Horton's, it's time to develop your research question for your performance task.

Remember to use a higher order question to develop your critical-thinking skills and extend your learning!

You might want to explore the following links to help develop your question:

Applying Bloom's Taxonomy

Question Matrix

Once you have developed your research question, click on the Comment button and enter your question. Please sign your name at the bottom of your comment.

Provide feedback for 2 other students in the class on their question.

Stage 1 - Preparing for Research - Wonder and Explore

KWL

1. Let's tap your prior knowledge to see what you already Know about Tim Horton's, what you Want to know about Tim Horton's, and then where do you can Look to discover information about Tim Horton's. (You can also return to your chart after your research and complete what you Learned about Tim Horton's.)

Click on the comment button below the post and copy and paste the three headings into your comment and fill in the appropriate information:

Know about Tim's

Want to Know about Tim's

Where to Look for info on Tim's

Please note: Older students could create the KWL in a wiki so there is only one master KWL chart, our youngest should use a research folder alongside the blog.

***Assessment and Evaluation rubrics for stage 1 can be found on Page 38 and 39 of Imagine the Learning Elementary Research Guide, and on page 17 of Research Success @ your Library - the Secondary Research Guide.

The Performance Task

Scenario: You have been approached to open a new Tim Horton's location close to your school.

This is an exciting opportunity, but you need to do some research. Some questions to consider are:

- Where does the name comes from?

- What sort of business is it? What products are your speciality?

- Who is your competition and how might you position yourself so that your Tim Horton's stands out?

- Are there other interesting facts that might help make your business more successful?